Sürdürülebilir Kalkınma Amaçları
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- ArticleAçık Erişim2025The Impact of Authentic Learning Practices on Students' Financial Attitude, Financial Literacy and Financial Behavior in 5th Grade Social Studies Course
Pala, Şenol Mail; Bayram, Hüseyin
In this research, it was hypothesized that authentic learning, which has been shown by various studies that it provides students with qualities related to daily life, could be used effectively in the social studies course. Based on this hypothesis, it was investigated how authentic learning practices in the 5th-grade social studies course affect students' financial attitude, financial literacy and financial behavior levels. The sample of the research, which was carried out with the quasi-experimental model with pretest-post test control group, one of the quantitative research methods, was formed with the convenience sampling technique. A total of 53 5th grade students took part in the research which was conducted in a middle school in Erzincan province of Türkiye. The research data were collected through the Financial Attitude Scale, Financial Literacy Behaviour Scale and Marmara Financial Literacy Attitude and behavior scale and analyzed with an independent samples t-test and mixed model ANOVA test. Consequently, it was determined that social studies education based on authentic learning practices improved students' financial attitude, financial literacy and financial behavior levels. Depending on the results obtained in the research, recommendations were made to researchers on the use of authentic learning practices in studies conducted at different grade levels and for the acquisition of different skills, and to the Ministry of National Education on the use of authentic learning in social studies coursebooks.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025The Mediating Role of Career Stress and the Moderating Role of Psychological Resilience in the Relationship Between the Future Anxiety and the Psychological Well-Being of Prospective Social Studies Teachers
Bayram, Hüseyin; Pala, Şenol Mail
Prospective social studies teachers experience future anxiety and career stress in Turkey just as in different countries around the world. The aim of the study was to examine this issue. The mediating role of career stress and the moderating role of psychological resilience in the relationship between the future anxiety and psychological well-being of prospective social studies teachers were examined. A cross-sectional research model was used throughout the study. Maximum diversity sampling formed the participant group, which included 988 prospective social studies teachers from various universities in Turkey. The Future Anxiety Scale in University Students, the Psychological Well-Being Scale, the Korean Career Stress Inventory, and the Adult Resilience Measure provided the data used in the study. The data were analyzed using the SPSS 25 package program and the Process Macro 4.2 plug-in. It was concluded that future anxiety has a significant negative effect on psychological well-being. In addition, it was concluded that career stress has a mediating role and that psychological resilience has a moderating role in the relationship between future anxiety and psychological well-being. Suggestions led to an examination the hypotheses of this study with different experimental and longitudinal studies and with the participation of prospective social studies teachers who had graduated from university and could not be appointed.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Is the socialization purpose of a social studies course being realized?: A Q-method research investigating secondary school students' socialization perceptions
Bayram, Hüseyin; Pala, Şenol Mail
This research examined how effectively the social studies course achieves its intended purpose of socialization. The research was conducted using the Q-method. The participant group of the research was formed by the criterion sampling method. The participant group consisted of a total of forty-eight students, with sixteen from the fifth grade, sixteen from the sixth grade and sixteen from seventh grade, who were studying at secondary schools in the center of a province in Turkey. Data were collected with a list and a Q-matrix was developed by the researcher and analyzed using the PQ-Method 2.35 program. At the end of the research, it was determined that secondary school students' socialization perceptions were grouped under seven factors and were all different from each other. As a result, it was revealed that the purpose of the social studies course was not realized. Based on the results and limitations of the research, recommendations were developed to examine secondary school students' socialization perceptions with larger participant groups.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Media Literacy Skills of Seventh Grade Secondary School Students: The Predictive Power of Communication Skills
Pala, Şenol Mail
Today's education systems aim to equip individuals with versatile, applicable skills rather than focusing solely on specific subject knowledge. By emphasizing skills training, individuals can better adapt to evolving global conditions and contribute to a more dynamic and competitive society through ongoing personal development. Reflecting this approach, many countries, including Türkiye, integrate skills training into their curricula. In the Social Studies Curriculum in Türkiye, communication and media literacy skills are among the skills aimed to be acquired by students in the learning area named ‘Individual and Society’ in the seventh grade. This study explores the relationship between these two skills. The research aimed to determine whether seventh-grade students' communication skills could predict their media literacy skills. Using a relational screening model, the study employed the "Communication Skills Assessment Scale" and the "Media Literacy Competence Scale" as data collection tools. Data analysis was performed through correlation and regression analyses. The study sample consisted of 416 seventh-grade students from 10 randomly selected secondary schools in Erzincan province, Türkiye, for the 2022-2023 academic year. The findings revealed significant relationships between communication skills and various sub-dimensions of media literacy. Specifically, communication skills were positively correlated with media literacy sub-dimensions and were identified as significant predictors for all aspects of media literacy.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2023Dijital vatandaşlığın sosyal bilgiler dersi öğretim programı ve ders kitaplarına yansımaları
Pala, Şenol Mail
Günümüzde yaşanan hızlı gelişmelerle birlikte dijital teknolojiler ve ortamlar yaşamımızın önemli bir parçası haline gelmiş ve bu nedenle dijital vatandaşlık kavramı ön plana çıkmaya başlamıştır. Tüm dünyada olduğu gibi ülkemizde de dijital vatandaşlarda olması beklenen özelliklerin bireylere kazandırılmasına yönelik eğitimler verilmeye başlamış ve dijital vatandaşlığa ilişkin içeriklere öğretim programları ve ders kitaplarında yer verilmiştir. Vatandaşlık eğitimi konusunda en etkin derslerden birisi sosyal bilgiler dersidir. Bu nedenle çalışmada sosyal bilgiler dersi öğretim programının ve 4, 5, 6 ve 7. sınıf sosyal bilgiler ders kitapları içeriklerinin dijital vatandaşlık eğitimi açısından incelenmesi amaçlanmıştır. Çalışmada nitel araştırma desenlerinden olan durum çalışması tercih edilmiştir. Veri toplama yöntemi olarak doküman analizi kullanılmış ve veriler betimsel analiz yöntemi ile çözümlenmiştir. Çalışma sonucunda sosyal bilgiler dersi öğretim programının birçok ögesinde ve ders kitaplarının içeriklerinde dijital vatandaşlığın tüm alt boyutlarına yer verildiği belirlenmiştir. Bununla birlikte sosyal bilgiler dersi öğretim programında ve ders kitaplarında dijital vatandaşlık kategorileri ve alt boyutlarına ilişkin içeriklere farklı sınıf düzeylerinde ve öğrenme alanlarında düzensiz bir şekilde yer verildiği sonucuna ulaşılmıştır.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2023Investigation of Life Science, Social Studies, and Geography Curriculum Attainments in Terms of Disaster Education
Pala, Şenol Mail; Başıbüyük, Adem
One of the most effective measures that can be taken against disasters is to educate individuals about disaster. To achieve this, disaster education is included in the curriculum of every education level in our country as well as in the world. In the study, it is aimed to examine the life studies, social studies, and geography courses, which have intense human and environmental interaction, in terms of disaster education. In the study, document analysis was used as a method. As a result of the study, it was found that the most achievements for disaster education among the examined curricula were included in the geography course curriculum. In education programs, disaster information and disaster process themes are included. This situation shows that there is a spiral structure in terms of these two themes in disaster education among the three curricula. It has been determined that there are differences in the contents of the codes determined in the curriculum. In the curricula, the acquisitions for the cognitive domain are mostly included. It has been found that the cognitive domain is included at higher levels as the grade levels increase in the acquisitions including disaster education.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2023Reflections of Digital Citizenship on Social Studies Course: Teachers’ Perceptions
Pala, Şenol Mail
The social studies course, which is a very effective course in raising citizens, is expected to become effective in raising digital citizens. In this direction, the views of teachers, who are the practitioners of the social studies course, on the relationship between digital citizenship and social studies course are very important. For this reason, this study aims to determine the views of social studies teachers on the relationship between digital citizenship and social studies course. The study group of the research, which was conducted using a phenomenological design, consisted of 25 social studies teachers working under the Ministry of National Education in the 2022-2023 academic year in Erzincan, Turkey. The data obtained were analyzed using both content analysis and descriptive analysis. As a result of the study, it was found that teachers established a relationship between digital citizenship and social studies course in general philosophy, content, measurement and evaluation, awareness and daily life. Teachers stated that all sub-dimensions of digital citizenship should be included in the social studies course. However, teachers stated that digital rights and responsibilities and digital literacy should be included in the social studies course the most, while digital health and digital commerce should be included the least. In addition, teachers stated that studies should be carried out on curriculum, learning-teaching process, tools and materials, awareness, technological infrastructure, teacher training and cooperation in order to make students acquire digital citizenship more effectively in the social studies course.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2023The Predictive Effect of Digital Literacy, Self-Control and Motivation on the Academic Achievement in the Science, Technology and Society Learning Area
Pala, Şenol Mail; Başıbüyük, Adem
Science, Technology and Society (STS) is one of the learning areas that is stated in the Social Studies Course Curriculum. This learning area is included in all the class levels in which the social studies course is taught with the aim of providing various skills to the students. Even in the STS learning area of the fifth grade, it is stated that digital literacy and self-control are the skills intended to be gained by students. Considering this situation, in addition to the digital literacy and self-control skills, the predictive effects of the STS learning area on the academic achievements of students were investigated in the study. This study, in which the correlational survey method was employed, was carried out with 742 students in the fifth grade. The data were collected with ‘The Science, Technology and Society Learning Area Achievement Test’, The Digital Literacy Scale’, ‘The Self-control Scale for Children’, and ‘The Social Studies Course Motivation Scale’. Correlation and stepwise regression analysis were used in the data analysis. According to the research results, it was found that digital literacy, self-control and course motivation predict the academic achievements of the students in the STS learning area. It was also determined that the predictive effect of these variables on the academic achievement in the STS learning area was in the order of digital literacy, self-control and course motivation. In line with this result, it can be claimed that both skill building and motivation are effective in academic achievement.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022Sosyal Bilgiler Dersi Öğretim Programında Yer Alan Anahtar Yetkinliklerin Öğretmen Görüşlerine Göre Değerlendirilmesi
Pala, Şenol Mail
Araştırmanın amacı, Sosyal Bilgiler Dersi Öğretim Programı’nda (SBDÖP) yer alan anahtar yetkinliklerin program ile ilişkisini öğretmen görüşlerine göre değerlendirmektir. Araştırmada nicel ve nitel yöntemlerin birlikte kullanıldığı karma yöntem kullanılmıştır. Çalışma grubunu, 2019-2020 eğitim öğretim yılında Erzincan ilinde görev yapan sosyal bilgiler öğretmenleri oluşturmuştur. Nicel verilerin toplanması için anket formu, nitel verilerin toplanmasında ise yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel verilerin analizinde aritmetik ortalamalar kullanılırken nitel veriler için içerik analizi yapılmıştır. Araştırmada sosyal bilgiler öğretmenleri, hayat boyu öğrenme kapsamında oluşturulan anahtar yetkinliklerin SBDÖP’te yer almasını gerekli görmüştür. Anahtar yetkinliklerin SBDÖP ile ilişkisine yönelik öğretmen görüşlerinin programın temel öğeleri etrafında toplandığına ulaşılmıştır. Genel olarak; temel yaklaşım, amaç, öğrenme alanı, kazanım, beceri ve değerlere yönelik ilişkilendirmeler yapılmıştır. Programda yer alan anahtar yetkinliklerin SBDÖP ile uyum içerisinde olduğu sonucuna ulaşılmıştır.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022Okuryazarlık Becerilerinin Sosyal Bilgiler Dersi Öğretim Programlarında İncelenmesi
Pala, Şenol Mail
Günümüzde gittikçe artan yeni bilgiler içerisinde kaybolmamak için bilgiye ulaşma, bilgiyi kullanma, yönetme ve değerlendirme gibi becerilerin bireyler tarafından kazanılması gerekmektedir. Bu becerileri bireylere kazandırmak için eğitim-öğretimin temel öğelerinden birisi olan öğretim programlarına önemli görevler düşmektedir. Bu doğrultuda Sosyal Bilgiler Dersi Öğretim Programı’nda da birtakım becerilere yer verilmiştir. Becerilerin bazıları, sosyal bilgiler dersinin ilişkili olduğu disiplinlerin temel özellikleri de dikkate alınarak okuryazarlık becerileri olarak ifade edilmiştir. Bu beceriler 2018 yılında yapılan güncelleme çalışmalarıyla birlikte sosyal bilgiler dersi öğretim programına okuryazarlık becerileri olarak eklenmiştir. Okuryazarlık becerilerinin öğretim programına eklenmesiyle birlikte 2005 ve 2018 sosyal bilgiler dersi öğretim programları arasında okuryazarlık becerileri açısından nasıl bir değişim yaşandığı merak edilmiştir. Bu nedenle çalışmada 2005 ve 2018 sosyal bilgiler dersi öğretim programlarının okuryazarlık becerileri açısından karşılaştırmalı olarak incelenmesi amaçlanmıştır. Çalışma betimsel tarama modeli doğrultusunda yapılmış ve çalışmada doküman incelmesi yöntemi kullanılmıştır. Bu doğrultuda çalışmada 2005 ve 2018 sosyal bilgiler dersi öğretim programlarında yer alan kazanımlar incelenerek programlar okuryazarlık becerileri açısından karşılaştırılmıştır. Çalışma sonucunda, ilk kez 2018 Sosyal Bilgiler Dersi Öğretim Programı’nda öğrencilere kazandırılması amaçlanan beceriler arasında yer verilen okuryazarlık becerilerine, 2005 öğretim programının kazanımlarında da yer verildiğine ulaşılmıştır. Ayrıca her iki öğretim programında da belirlenen okuryazarlık becerilerine aynı sınıf düzeyi ve öğrenme alanlarında yer verildiği görülmüştür.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022Özel Yetenekli Tanısı Almış ve Almamış Çocukların Empatik Eğilimleri ile Arkadaş İlişkilerinde Kalıp Yargıları Arasındaki İlişkinin İncelenmesi
Pala, Şenol Mail; Aydogdu, Fatih
Çalışma özel yetenekli tanısı almış ve almamış çocukların empatik eğilimleri ile arkadaş ilişkilerinde kalıp yargıları düzeylerinin karşılaştırılması ve çocukların empatik eğilimleri ve arkadaş ilişkilerinde kalıp yargıları arasındaki ilişkinin incelenmesi amacıyla yapılmıştır. Araştırmaya Erzincan il merkezindeki Millî Eğitim Bakanlığına bağlı ortaokullara devam eden 40 özel yetenekli tanısı alan ve 63 özel yetenekli tanısı almayan olmak üzere toplam 103 çocuk dahil edilmiştir. İlişkisel tarama yöntemi kullanılan çalışmada, çocuklara “Arkadaşlık İlişkilerinde Kalıp Yargılar Ölçeği” ve “KA-Sİ Ergenler İçin Empatik Eğilim Ölçeği” uygulanmıştır. Araştırmada verilerin analizinde bağımsız örneklemler için t testi, korelasyon ve çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda özel yetenekli olma durumunun çocukların empatik eğilimleri ve arkadaş ilişkilerinde kalıp yargıları üzerinde anlamlı farklılık oluşturmadığı tespit edilmiştir. Çocukların empatik eğilimleri ile akran ilişkilerinde kalıp yargı arasında ilişki olduğu belirlenmiştir. Ayrıca duygusal empatinin arkadaş ilişkilerinde kalıp yargının anlamlı yordayıcısı olduğu saptanmıştır.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2021The Place of Change and Continuity Perception, Time andChronology Perception Skills in the Curriculum of the SocialStudies
Pala, Şenol Mail
Perception of change and continuity and perception of time and chronology are among the skills expected to beacquired by students through the Social Studies course curriculum (SSCEC). These skills are included in the SSCEC,which was updated in both 2005 and 2018. It is aimed to attainment, develop and transfer these skills to students bymaking associations with many learning areas in SSCEC and with the achievements included in these learning areas. Itis important to what degree these skills, which are among the basic skills of the social studies course, are included inthe curriculum. For this reason, the aim of the study was to determine how much and at what level the ability to perceivechange and continuity and to perceive time and chronology were given in SSCEC. The qualitative research model anddocument review method were used in the study. Due to the study of the relationship between change and continuityperception and time and chronology perception skills with SSCEC, SSCEC has been identified as the data source of thestudy. The data is analyzed by descriptive analysis technique. According to the results of the study, it was achieved thatthe ability to perceive change and continuity and to perceive time and chronology are included in SSCEC at all classlevels and in all learning areas. In addition, it was determined that the ability to detect change and continuity in SSCECincludes the ability to detect continuity and change that occurs with the most time, and the ability to detect time andchronology includes indicators for interpreting data in the most time lane.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2020A Study of Developing Digital Literacy Scale for 10-12 Age Group Students
Pala, Şenol Mail; Başıbüyük, Adem
This study aims to develop a Digital Literacy Scale (DLS) for secondary school students. The sample of the study consisted of 742 5th grade students in 18 different schools located in Erzincan province. The exploratory and confirmatory factor analyses were conducted for the construct validity of the scale. According to the exploratory factor analysis, it was realized that the scale consisted of four-factor of structure. These factors were named as; computing, communication, security and problem-solving. Four factors of the scale explain 50.75% of the total variance. The explanation percentage of the total variance proved that the DLS was able to measure the form it aimed to measure. The construct validity of the scale with four-factor created with the exploratory factor analysis was tested with the confirmatory factor analysis. The confirmatory factor analysis showed that the four-factor model of the scale was consistent and validated. The Cronbach Alpha and the test-retest analysis were used for the reliability of the scale. The Cronbach Alpha reliability coefficient was found as .877 and the correlation coefficient, determined with the test-retest analysis, as .72. At the end of the study, the scale, consisting of 21 items in 5-point Likert type, was developed. It was found that the DLS was a valid and reliable scale.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2020Investigating the academic achievements of the 5th grade students in the theme of science technology and society of the social studies course
Pala, Şenol Mail; Başıbüyük, Adem
The study aims to investigate the academic achievements levels of the 5th graders related to the theme of Science Technology and Society (STS) stated in the 2018 Social Studies Course Curriculum (SSCC) in terms of various variables. The relational survey model, which is one of the quantitative methods, was employed in the study. The sample of the study consisted of totally 742 participants, who were students in 18 secondary schools in Erzincan province in the second term of the 2017- 2018 education-training year. ‘The Personal Information Form’ (PIF) and Science Technology, and Society Learning Field Achievement Test (STSLFAT) were applied as the data collection tools. According to the results of the study, the achievement levels of the students were observed to be high in general. It was found that the achievement levels changed significantly according to the location of settlement, gender, number of siblings, educational status of parents, parents’ profession, report card, having computer or tablet at home, having an internet connection at home and frequency of being on-line.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2020Investigation of Geography and Social Sciences Curriculum in Terms of Map Skills
Pala, Şenol Mail; Başıbüyük, Adem
Map skills are included in the curriculum of different courses in basic education and secondaryeducation, although they are more involved in the Social Sciences Curriculum (SSC) and GeographyCurriculum (GC). Based on this situation, the research aimed at a comparative examination of themapping skills included in the SSC and GC, which were updated in 2018. In the research, qualitativeresearch model and document review method were preferred. The data source of the study wasdesignated as 2018 SSC and GC. The analysis of the data was done with descriptive analysistechnique. As a result of the research, it was observed that the map skills included in 2018 SSCcontinued in 2018 GC. However, different mapping skills were also included in the 2018 GC. In 2018SSC ‘people, places and environments’ (PPE) learning area attainments in grades 4, 5 and 6 areobserved to include map skills. However, other areas of learning of these grades and 7. It wasdetermined that none of the attainments in classroom learning areas included map skills. In the 2018GC, mapping skills were included in the attainment of almost all grades and units. In the 2018 GC, itwas reached that the numbers of attainments involving mapping skill are similar in their distribution togrades, while there are differences in their distribution to units. However, the 2018 GC has beenobserved to include more extensive mapping skills than the 2018 SSC.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2020The Investigation of Digital Literacy of Fifth Grade Secondary School Students
Pala, Şenol Mail; Başıbüyük, Adem
With the developments in information and communication Technologies, digital Technologies nearly became an indispensable part of our life. As in many fields, education benefits from digital technology as well. However, it is required for individuals to gain some skills to benefit from digital technologies much better. Digital literacy skill is one of the leading skills, too. That’s why; digital literacy skill has been introduced and involved in programs of instruction. One of these programs is 2018 Social Studies Curriculum. Based on this situation it is aimed at examining the digital literacy skills of 5th grade secondary students in terms of various variables. Correlational Survey Model, which is quantitative method, was used in the study. The sample of the study consists of a total of 742 5th grade students who study at 18 different secondary schools specified in Erzincan Province at the spring semester of 2017-2018 academic year. As data collection tool, ‘Personal Knowledge Form’ and ‘Digital Literacy Skill Scale’ was used. It was determined that students attending the study have high level of digital literacy skill scores in general according to results of the study. It was concluded that students’ digital literacy levels are different from one another significantly depending on; settlement, number of sibling, mother’s and father’s occupation, school report mark of Social Studies, whether there is computer or tablet at their homes, having internet connection at home and the frequency of connecting to the internet. However, it was cocncluded that students’ digital literacy level did not change significantly according to gender.
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